This article focuses on how attitudes toward HLLs [heritage language learners] have changed, both with regard to program development and in learning and teaching. First, the ambiguity towards heritage language preservation is illustrated by examining historical aspects of heritage languages in the United States. Secondly, a closer look at two examples of heritage language learning, namely Korean and Spanish, reveals the complexity of language policies and funding decisions regarding HLL. Finally, research in language teaching and linguistics confirms that a shift in attitude toward the HLL is underway. Rather than considering HLL as a pedagogical challenge or problem, researchers and practitioners start investigating and reporting the opportunities of HLL for the classroom as well as for second language acquisition research.